2017/04/24 by Laudan B. Jahromi, Katharine H. Zeiders, Kimberly A. Updegraff +2
Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development #Family Dynamics and Relationships
paper · doi:10.1111/famp.12290
crossref issued 2017/04/24 · crossref published 2017/04/24 · crossref published-online 2017/04/24 · openalex publication_date 2017/04/24 · crossref created 2017/04/24 · crossref published-print 2018/06/01 · crossref deposited 2023/09/17 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Children's exposure to coparenting conflict has important implications for their developmental functioning, yet limited work has focused on such processes in families with diverse structures or ethnically and culturally diverse backgrounds. This longitudinal study examined the processes by which Mexican-origin adolescent mothers' coparenting conflict with their 3-year-old children's grandmothers and biological fathers (N = 133 families) were linked to children's academic and social skills at 5 years of age, and whether children's effortful control at 4 years of age mediated the link between coparenting conflict and indices of children's academic readiness. Findings revealed that adolescent mothers' coparenting conflict with their child's biological father was linked to indices of children's academic and social school readiness through children's effortful control among girls, but not boys, whereas conflict with grandmothers was directly linked to boys' and girls' social functioning 2 years later. Findings offer information about different mechanisms by which multiple coparenting units in families of adolescent mothers are related to their children's outcomes, and this work has important implications for practitioners working with families of adolescent mothers.